Effects of television exposure on developmental skills among young children

BackgroundLiterature addressing the effects of television exposure on developmental skills of young children less than 36 months of age is scarce. This study explored how much time young children spend viewing television and investigated its effects on cognitive, language, and motor developmental skills.MethodsData were collected from the Pediatric Clinics at University Medical Center in Southern Taiwan. The participants comprised 75 children who were frequently exposed to television and 75 children who were not or infrequently exposed to television between 15 and 35 months old. The age and sex were matched in the two groups. The Bayley Scales of Infant Development-second edition and Peabody Developmental Motor Scales-second edition were used to identify developmental skills. Independent t-tests, χ² tests, and logistic regression models were conducted.ResultsAmong 75 children who were frequently exposed to television, young children watched a daily average of 67.4 min of television before age 2, which was excessive according to the American Academy of Pediatrics. Viewing television increased the risk of delayed cognitive, language, and motor development in children who were frequently exposed to television. Cognitive, language, and motor delays in young children were significantly associated with how much time they spent viewing television. The type of care providers was critical in determining the television-viewing time of children.ConclusionWe recommend that pediatric practitioners explain the impacts of television exposure to parents and caregivers to ensure cognitive, language, and motor development in young children. Advocacy efforts must address the fact that allowing young children to spend excessive time viewing television can be developmentally detrimental.     

Fine motor skill proficiency in typically developing children: On or off the maturation track?

Fine motor skill proficiency is an essential component of numerous daily living activities such as dressing, feeding or playing. Poor fine motor skills can lead to difficulties in academic achievement, increased anxiety and poor self-esteem. Recent findings have shown that children’s gross motor skill proficiency tends to fall below established developmental norms. A question remains: do fine motor skill proficiency levels also fall below developmental norms? The aim of this study was to examine the current level of fine motor skill in Irish children. Children (N = 253) from 2nd, 4th and 6th grades (mean age = 7.12, 9.11 and 11.02 respectively) completed the Fine Motor Composite of the Bruininks Oseretsky Test of Motor Proficiency 2nd Edition (BOT-2). Analysis revealed that only 2nd grade children met the expected level of fine motor skill proficiency. It was also found that despite children’s raw scores improving with age, children’s fine motor skill proficiency was not progressing at the expected rate given by normative data. This leads us to question the role and impact of modern society on fine motor skills development over the past number of decades.     

Cross-lateralisation in children with attention-deficit/hyperactivity disorder and motor skill performance

Cross-lateralisation and increased motor difficulties have been reported in children with attention-deficit/hyperactivity disorder (ADHD). Nevertheless, the question of how crossed (i.e. mixed preference) or uncrossed (i.e. same side preference) lateralisation impacts motor performance in children with ADHD has yet to be examined. In this study, previously validated observational measures of hand and foot preference were used to identify right-handed children with ADHD who display cross- (n = 29) and uncross-lateralisation (n = 31). An uncross-lateralised typically developing (TD) group (n = 32) was also identified, and included as a control. Motor performance was assessed with seven valid and reliable fine and gross motor tasks performed with both preferred and non-preferred limbs. Group, task and sex-related effects were examined. Findings revealed that male (but not female) cross-lateralised children with ADHD performed significantly worse, respectively, in two of the fine motor tasks (spiral tracing [p < .01], and dot filling [p < .05]). Results suggest that cross-lateralised hand and foot preference may affect complex motor skills in male children with ADHD. Furthermore, characteristics of ADHD may manifest differently in male and female children. Findings highlight the importance of considering both hand and foot preference when targeting motor interventions for children with ADHD.     

Effect of Make Parenting a Pleasure on Parenting Skills and Parental Depression

Abstract

This paper explores a feasibility trial examining the effects of the Make Parenting A Pleasure (MPAP), a 12-week parent training program designed to promote family resilience by strengthening the following factors: parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence in children. Fifty-nine (59) participants were assigned to either a treatment group (n?=?32) or a waitlist control group (n?=?27). Results showed that participants in the MPAP treatment group demonstrated an increase in parenting skills and child development knowledge as well as a decrease in parental depression when compared to waitlist control group participants. Results emphasize the importance of promoting resiliency by supporting parents through direct instruction and skill development.     

Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands,nimble-minds hypothesis

Research suggests that fine motor skills (FMS) are linked to aspects of cognitive development in children. Additionally, lexical processing advantages exist for words implying a high body–object interaction (BOI), with initial findings indicating that such words in turn link to children’s FMS—for which we propose and evaluate four competing hypotheses. First, a maturational account argues that any links between FMS and lexical processing should not exist once developmental variables are controlled for. Second, functionalism posits that any link between FMS and lexical processing arises due to environmental interactions. Third, the semantic richness hypothesis argues that sensorimotor input improves lexical processing, but predicts no links between FMS and lexical processing. A fourth account, the nimble-hands, nimble minds (NHNM) hypothesis, proposes that having greater FMS improves lexical processing for high-BOI words. In two experiments, the response latencies of preschool children (n?=?90, n?=?76, ages?=?5;1) to 45 lexical items encompassing high-BOI, low-BOI, and less imageable words were measured, alongside measures of FMS, reasoning, and general receptive/expressive vocabulary. High-BOI words appeared to show unique links to FMS, which remained after accounting for low-BOI and less imageable words, general vocabulary, reasoning, and chronological age. Although further work is needed, the findings provide initial support for the NHNM hypothesis.     

Prediction of fine motor skills of children having language and speech disorders

Relationships between the fine motor skills and linguistic abilities of 37 developmentally delayed children, ages 5 to 9 yr., were studied using a battery of expressive and receptive language tests, a measure of fine motor performance, a dichotic listening test, and individual intelligence tests. While IQs and MAs were not related to fine motor skills, both expressive and receptive language test scores showed moderate to moderately high correlations, the highest single relationship being the Test for the Auditory Comprehension of Language. In concert with CAs, a dichotic right-ear test score, the Auditory Comprehension Test, predicted fine motor-skill indices substantially; R = .80. Strong relationships appear between linguistic and fine motor skills in an age group not previously investigated and at higher levels than reported in studies of infants and very young children. Dichotic results were abnormal in a majority of the children.     

Ecological validity of the German Bruininks-Oseretsky Test of Motor Proficiency – 2nd Edition

The diagnosis of Developmental Coordination Disorder (DCD) is based on poor motor coordination in the absence of other neurological disorders. In order to identify the presence of movement difficulties, a standardised motor assessment is recommended to determine the extent of movement problems which may contribute to deficits in daily task performance. A German version of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (German BOT-2) was recently published. This study aimed to determine the ecological validity of the German BOT-2 by considering the relationship between assessment of fundamental motor skills with the BOT-2 and performance of everyday motor activities as evaluated by parents. This study used data obtained from the German BOT-2 standardisation study (n = 1.177). Subtests were compared with theoretically corresponding tasks via parental ratings of overall fine and gross motor abilities and performance in six typical motor activities. Non-parametric Jonckheere Terpstra test was used to identify differences in ordered contrasts. Subtests reflecting ‘Strength’, ‘Running Speed and Agility’, ‘Upper-Limb Coordination’, ‘Balance’, and ‘Fine Motor Precision’ were associated with parental evaluation of gross motor skills (p < 0.001). The subtest ‘Fine Motor Integration’ significantly correlated with parental ratings of females’ fine motor skills. Parental ratings of males’ fine motor skills were associated with three further subtests. Regarding everyday motor activities, the first three fine motor BOT-2 subtests were associated with parent evaluations of drawing, writing and arts and crafts (p < 0.001). Gross motor subtests of ‘Bilateral Coordination’ and ‘Balance’ showed no relationship to bike riding or performance in sports. Subtests of ‘Upper-Limb Coordination’ and ‘Strength’ showed significant correlations with sports, ball games and cycling. The results of this study suggest that the closer the proximity in the nature of the motor skills assessed in the German BOT-2 to daily motor tasks, the stronger the relationship between the clinical test and parental report of everyday performance of their child. The body functions tested in the German BOT-2, and hypothesized to underpin certain skills, were not automatically relevant for specific activities undertaken by German children. Future research should investigate the relationships of the various BOT-2 constructs for diagnosis of DCD.     

Association Between Body Mass Index and Motor Competence in Santal Children of Purulia District,India

The purpose of this study was to evaluate the relationship between body mass index and motor competence in Santal children 5–12 years old. A total of 816 Santal children were studied. Children's adiposity status was assessed by body mass index (BMI) for age z-score based on World Health Organization reference data. Motor competence was measured using the Bruininks-Oseretsky Test of Motor Competence (BOT-2). There was no significant difference in mean BMI z-score between Santal boys (0.13 ± 0.07) and girls (?0.14 ± 0.07). Healthy weight (HW) children scored higher (p < .05) in some individual motor subtests (bilateral competence, balance, running speed and agility, upper limb competence, and strength) and in total BOT-2 score (p < .05) compared with scores for underweight (UW) and overweight (OW) children. Nonlinear regression analysis showed that BMI is a significant independent predictor of motor competence (p < .01). Motor competence showed a curvilinear relationship with BMI-z-score, with the lowest point motor scores in strength and upper limb competence (p < .05) for both UW and OW children compared to HW children who scored highest. The results also indicated that gross motor skills, but not fine motor skills, were poorer among children who were UW or OW compared with HW children.     

Motor and cognitive proficiency of learning disabled and normal children

Motor and cognitive skills of learning disabled (N = 32) and normal (N = 32) boys were compared on the Modified Lincoln-Oseretsky Motor Development Scale and on the WISC-R Vocabulary and Block Design subtests. Eight learning disabled and eight normal boys were tested at four age levels from 8 to 11 years. All boys were of normal intelligence. Motor and cognitive skills of the learning disabled boys were significantly below those of the normal boys and below those of the normative group. Chronological age was not a significant factor in relationship to either motor or cognitive skills. Intercorrelations indicated that in the learning disabled group Block Design, but not Vocabulary, was significantly related to motor scores at the 8- and 9-year ages. These results suggest that a common factor relating to perceptual-motor coordination and efficiency may be involved on the Lincoln-Oseretsky and Block Design subtest for young learning disabled children but not for older learning disabled children or for normal children.     

Mathematics ability and related skills in preschoolers born very preterm

Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual–motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual–motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual–motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.     

Working memory and fine motor skills predict early numeracy performance of children with cerebral palsy

Early numeracy is an important precursor for arithmetic performance, academic proficiency, and work success. Besides their apparent motor difficulties, children with cerebral palsy (CP) often show additional cognitive disturbances. In this study, we examine whether working memory, non-verbal intelligence, linguistic skills, counting and fine motor skills are positively related to the early numeracy performance of 6-year-old children with CP. A total of 56 children (M = 6.0, SD = 0.61, 37 boys) from Dutch special education schools participated in this cross-sectional study. Of the total group, 81% of the children have the spastic type of CP (33% unilateral and 66% bilateral), 9% have been diagnosed as having diskinetic CP, 8% have been diagnosed as having spastic and diskinetic CP and 2% have been diagnosed as having a combination of diskinetic and atactic CP. The children completed standardized tests assessing early numeracy performance, working memory, non-verbal intelligence, sentence understanding and fine motor skills. In addition, an experimental task was administered to examine their basic counting performance. Structural equation modeling showed that working memory and fine motor skills were significantly related to the early numeracy performance of the children (β = .79 and p < .001, β = .41 and p < .001, respectively). Furthermore, counting was a mediating variable between working memory and early numeracy (β = .57, p < .001). Together, these findings highlight the importance of working memory for early numeracy performance in children with CP and they warrant further research into the efficacy of intervention programs aimed at working memory training.     

Upper limb proprioception and fine motor function in young pianists

BackgroundThis study investigated if intensive piano training may be associated with improved motor and somatosensory function. We systematically examined upper limb proprioception, which is known to play an essential role in skill movements, and motor function in young pianists.MethodForty-four typically developing children who either regularly played piano for more than six years (N = 16) or had no experience playing musical instruments (N = 28) participated. Elbow and wrist joint proprioceptive acuity was assessed using a manipulandum. The wrist/elbow was passively flexed to a target with participants actively trying to match the just experienced target position. Motor function was assessed using the Movement Assessment Battery for Children (MABC-2).ResultsFirst, children in the pianist group exhibited significantly lower position sense bias (systematic error) at both the elbow and wrist when compared to controls. Position sense precision (random error) was not different between groups. Second, the piano group exhibited enhanced fine motor function as shown by higher manual dexterity MABC-2 scores. Performance in other motor domains (aiming and catching or balance) was not improved in young pianists. Third, a lower position sense bias was correlated with a higher level of manual dexterity.ConclusionThis study documents that children who regularly play the piano have superior upper limb position sense acuity. Specifically, smaller position sense bias, i.e., less systematic error. Superior upper position sense acuity in young pianists is associated with higher fine motor functions.     

儿童早期精细动作技能与认知发展的关系

精细动作技能指个体主要凭借手以及手指等部位的小肌肉或小肌肉群而产生的运动, 它可以为个体提供认知经验, 丰富认知对象, 进而促进个体对事物本质的认识。当个体需要将认知资源-注意在两个或多个任务之间进行分配时, 熟练的精细动作可以节省注意资源, 为高级的认知任务更好地服务; 精细动作与认知在发展中不断相互促进, 有些动作是某些认知习得或认知练习的先决条件; 精细动作技能可以预测小学低年级的学业成绩, 尤其是阅读和数学成绩。精细动作技能和认知发展的关系具有大脑神经发育基础, 它们在某种程度上共享相同的脑区, 如小脑和前额叶。因此, 某些认知损伤的病症可以通过精细动作的训练而得到改善和治疗。     

Fine motor skill predicts expressive language in infant siblings of children with autism

We investigated whether fine motor and expressive language skills are related in the later‐born siblings of children with autism (heightened‐risk, HR infants) who are at increased risk for language delays. We observed 34 HR infants longitudinally from 12 to 36 months. We used parent report and standardized observation measures to assess fine motor skill from 12 to 24 months in HR infants (Study 1) and its relation to later expressive vocabulary at 36 months in HR infants (Study 2). In Study 1, we also included 25 infants without a family history of autism to serve as a normative comparison group for a parent‐report fine motor measure. We found that HR infants exhibited fine motor delays between 12 and 24 months and expressive vocabulary delays at 36 months. Further, fine motor skill significantly predicted expressive language at 36 months. Fine motor and expressive language skills are related early in development in HR infants, who, as a group, exhibit risk for delays in both. Our findings highlight the importance of considering fine motor skill in children at risk for language impairments and may have implications for early identification of expressive language difficulties.     

Parent-Led Exposure Therapy: A Pilot Study of a Brief Behavioral Treatment for Anxiety in Young Children

Despite prevalence rates as high as 9.4%, few studies have examined the applicability of cognitive-behavioral therapy for treatment of anxiety disorders in very young children (i.e., below the age of 7 years). The present study examined the preliminary efficacy of a parent-led exposure therapy protocol (PLET) designed for young children with anxiety disorders. Twenty-two youth aged 4–7 years and their parents participated in this pilot randomized control trial. Families of youth with significant anxiety concerns were randomized to either PLET (n?=?12), a 10 session/5-week family-based exposure therapy program designed to target anxiety in young children, or treatment as usual (TAU; n?=?10). Children in the PLET condition demonstrated a greater reduction in anxiety symptoms compared to TAU (d?=?3.18), with 90.91% of PLET participants (active condition) being classified as treatment responders at post-treatment as opposed to 0 in the TAU condition. Gains were maintained at 1 month-follow-up. Although pilot in nature, these data suggest in a preliminary fashion that a parent led exposure therapy protocol that is adapted appropriately for developmental age and incorporates an active coaching component for parents may be efficacious for the treatment of young children with anxiety disorders. This clinical trial was registered through clinicaltrials.gov under the following identifier: NCT02051192.     

Development,Social-Emotional Behavior and Resilience of Orphaned Children in a Family-Oriented Setting

SOS children’s villages take care of orphaned or abandoned children who are likely to suffer from multiple psychosocial problems. Nevertheless, much is not known about the developmental, social-emotional, nutritional and resilience status of young SOS children (SOSc) living in poor settings of developing countries such as Ethiopia. The present study examined the developmental, social-emotional, nutritional and resilience status of SOSc in Jimma town of Ethiopia. In total, we selected 62 children (3.5–71.8 months of age; 32 boys and 30 girls) and tested for their personal-social, language, fine and gross motor development with the culturally adapted and standardized developmental screening tool, Denver II-Jimma; and their social-emotional behavior with the ages and stages questionnaire: social-emotional (ASQ:SE). We compared their outcomes to 62 age- and sex- matched family-reared children. To estimate the nutritional status of all children, we followed the WHO child growth standards. We used an interview guide to investigate resilience of the children. SOSc performed significantly poorer on language (p?<?0.001, effect size (es)?=?0.957), gross motor (p?<?0.001, es?=?0.879) and social-emotional (p?<?0.001, es?=?1.220) outcomes. Twenty-two (35.5%) of SOSc were undernourished and 17 (77.30%) of them were stunted. SOSc demonstrated resilient behavior, and child, SOS family and community characteristics were the major protective factors which enabled them to thrive in spite of the loss of their parents. Early intervention focusing on language, gross motor and social-emotional skills may be particularly beneficial to support children in SOS villages.     

Motor skill learning in children with and without Developmental Coordination Disorder

ObjectiveThe question whether children with DCD have motor learning deficits is difficult to answer based on the current body of knowledge. The aim of this study was to examine the impact of practice on motor skill acquisition, retention and transfer in children with and without DCD using a variety of games in a virtual environment.MethodPerformance on a criterion task (Wii ski game) and MABC-2 balance subscore was compared between children with DCD (n = 33) and TD children (n = 28) following 10 weeks of playing active video games. Repeated measures ANOVA was used to compare changes in the two groups.ResultsThe children with DCD demonstrated lower performance on the criterion task than the TD group (p = 0.031). A time by group interaction indicated that the difference in performance on the criterion task became larger over time (p = 0.039). No differences were found in retention between groups. Large improvement (Cohen d 1.11) was observed for the children with DCD on the MABC-2 balance subscore.ConclusionBased on the criterion task results, typically developing children seem more proficient in learning new skills compared to children with DCD. More research is needed to confirm that children with DCD have a problem to transfer skills to other contexts.     

Neurocognitive profiles of preterm infants randomly assigned to lower or higher hematocrit thresholds for transfusion

Objective: Preterm infants are frequently transfused with red blood cells based on standardized guidelines or clinical concerns that anemia taxes infants' physiological compensatory mechanisms and thereby threatens their health and well-being. The impact of various transfusion guidelines on long-term neurocognitive outcome is not known. The purpose of this study is to evaluate long-term neurocognitive outcome on children born prematurely and treated at birth with different transfusion guidelines.

Methods: Neurocognitive outcomes were examined at school age for 56 preterm infants randomly assigned to a liberal (n?=?33) or restrictive (n?=?23) transfusion strategy. Tests of intelligence, achievement, language, visual-spatial/motor, and memory skills were administered. Between-group differences were assessed.

Results: Those in the liberal transfusion group performed more poorly than those in the restrictive group on measures of associative verbal fluency, visual memory, and reading.

Conclusions: Findings highlight possible long-term neurodevelopmental consequences of maintaining higher hematocrit levels.     

A Bibliometric Analysis of the Quantitative Mental Health Literature in Occupational Therapy

ABSTRACT

A bibliometric analysis was performed to examine the impact and use of the peer-reviewed occupational therapy intervention effectiveness literature addressing adults with mental illness, 2000–2016. Of 2,597 articles, 68 were quantitative studies assessing an intervention for adults with mental illness. These studies had a collective citation count of 1,455 and were published in 29 journals in 14 countries. The majority (n?=?36; 52.94%) were randomized controlled and two-group controlled studies. The most commonly assessed interventions were life skills and community reintegration (n?=?20, 29.41%) and supported employment (n?=?16, 23.52%). Sixty-five (95.58%) studies found statistically significant results on the primary or secondary outcomes.